University of Texas at San Antonio

What you'll study

The programme combines advanced coursework, supervised clinical practicum and research or capstone experience. Core topics typically include anatomy and physiology of the speech and hearing mechanisms, phonetics, speech and language development, assessment and intervention strategies for paediatric and adult populations, neurogenic communication disorders, voice and fluency disorders, dysphagia (swallowing disorders), augmentative and alternative communication (AAC), basic audiology and aural rehabilitation, and multicultural issues in communication disorders.

• Didactic coursework — research methods, statistics, professional issues and ethics, evidence‑based practice and specialised seminars (e.g. bilingual/multicultural assessment, neurogenic disorders).
• Clinical practicum — supervised hands‑on experience in the university clinic and through community placements in schools, hospitals, rehabilitation centres and early intervention settings.
• Research or capstone — students complete a thesis, research project or clinical practicum portfolio demonstrating integration of clinical skills and scholarly inquiry.
• Interprofessional learning — opportunities to collaborate with related health and education disciplines to support holistic care.

Entry requirements

Applicants should normally hold a bachelor’s degree from an accredited institution. Typical prerequisites include undergraduate coursework in communication sciences and disorders or closely related subjects (for example: phonetics, anatomy and physiology of speech and hearing, language development, and basic audiology). Applicants without a specialised undergraduate degree may be considered if they complete required prerequisite courses prior to matriculation.

• Academic record — a competitive undergraduate GPA; programmes commonly expect at least a solid B average, though admission is competitive.
• Supporting materials — official transcripts, a personal statement describing professional goals and relevant experience, and letters of recommendation from academic or clinical supervisors.
• Additional requirements — some applicants may be asked to provide GRE scores depending on programme admissions policies, and all admitted students must meet health and background check requirements for clinical placements (immunisations, TB screening, criminal background clearance).
• Language — fluency in English is required; bilingual applicants (for example Spanish/English) are particularly well suited to serve diverse communities and may have additional opportunities during training.

Career prospects

Graduates are prepared for clinical practice, research roles and leadership positions in a variety of settings. Common career pathways include work as speech‑language pathologists in public schools, hospitals, outpatient clinics, early intervention programmes, long‑term care facilities, and private practice. Graduates also work in rehabilitation centres, specialised clinics for voice or swallowing disorders, and community health organisations.

The programme provides the coursework and clinical hours necessary for graduates to pursue professional certification and state licensure (for example the Certificate of Clinical Competence in Speech‑Language Pathology and relevant state credentials), though candidates must confirm and meet specific certification and licensure requirements independently.

Why study at University of Texas at San Antonio

UTSA offers a programme grounded in applied clinical training and research, with access to an on‑campus speech, language and hearing clinic and a network of community placement partners across the San Antonio region. The university’s location in a large, culturally diverse metropolitan area provides extensive opportunities for experience with bilingual and multicultural populations, enhancing competence in culturally responsive assessment and intervention.

• Clinical training — supervised practicum in a university clinic and placements in schools, healthcare systems and community agencies.
• Faculty expertise — instruction and mentorship from faculty engaged in clinical research and community‑based practice.
• Community partnerships — collaborations with local hospitals, school districts and early intervention programmes that broaden training opportunities.
• Preparation for certification — curriculum aligned with professional standards to support graduates pursuing certification and state licensure.